Plants as Living Things

Grade 1 · General Science

Semester 1 | Period 3 | Week 16

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Subject: General Science

Semester: 1

Period: 3

Week: 16

Week 16
School Name:
Teacher’s Name:
Subject: General Science
Grade Level: Grade 1
Date: Week 16
Lesson Duration: 45 minutes
Week & Period: Week 16, Period 3
Topic: Plants as Living Things
Sub-topic: Identifying Different Types of Plants Around Us
Learning Objectives
By the end of the lesson, students should be able to:

  • Identify plants as living things.
  • Name different types of plants around them (trees, shrubs, herbs, climbers).
  • Observe and describe plants using their senses.

Previous Knowledge
Students already know:

  • Characteristics of living things.
  • Examples of plants and animals.

Instructional Materials

  • Pictures of various plants
  • Real plants (potted plants, leaves, flowers)
  • Chart showing plant types
  • Magnifying glasses (optional)

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter) Time: 5–10 minutes

  • Teacher shows pictures of different plants and asks students to name them.
  • Students discuss which plants they have seen around their homes or school.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Learners’ Activities (Expanded):

  • Teacher takes students outside (school garden/playground) or brings potted plants into class.
  • Students observe real plants and identify different parts: roots (underground), stem (holds plant upright), leaves (green parts), flowers (colorful), and fruits (with seeds).
  • Teacher guides students to classify plants into types:
    • Trees – big and tall, with strong woody stems (mango tree, guava tree).
    • Shrubs – smaller woody plants with many branches (hibiscus, rose).
    • Herbs – small, soft, green-stemmed plants (maize, spinach).
    • Climbers/creepers – weak-stemmed plants that need support (beans, pumpkin, yam vine).
  • Students walk around, point at plants, and say aloud whether it is a tree, shrub, herb, or climber.
  • Students make simple sketches of a plant they see and label root, stem, leaves, flower/fruit.
  • Teacher uses flashcards or drawings to reinforce plant categories.
  • Role-play: One group of students stands tall with “strong arms” like trees, another group “short and bushy” like shrubs, others bend down as herbs, and others crawl or climb like climbers.

Assessment Checks:

  • Teacher asks oral questions:
    • “Which plant is a tree?” (e.g., Mango).
    • “Which plant is a herb?” (e.g., Maize).
    • “Which plant climbs with weak stems?” (e.g., Beans).
  • Group discussion: Each group names at least one example of a tree, shrub, herb, and climber they know from their environment.
  • Teacher shows a picture of a plant and asks students to classify it.
  • Students label their sketches correctly and share with the class.

Notes (Expanded & Detailed):

  • Plants are living things because they grow, breathe, feed, reproduce, and die.
  • Every plant has parts: roots (hold the plant in the soil), stem (supports and carries water/food), leaves (make food using sunlight), flowers (help in reproduction), fruits (carry seeds for new plants).
  • Plants are of different types:
    • Trees – tall, strong, long-living (mango, iroko).
    • Shrubs – short to medium, bushy with many branches (rose, hibiscus).
    • Herbs – very small, soft stems (maize, spinach).
    • Climbers/creepers – weak stems, need support or spread on the ground (beans, pumpkin, yam).
  • Students should use their senses (eyes to see, nose to smell flowers, hands to touch leaves) to carefully observe plant characteristics.

 

C – Consolidation (Conclusion & Assessment) Time: 5–10 minutes
Summary:

  • Recap the types of plants and their features.

Evaluation Method (Expanded):

  • Exit slip: Students name 2 types of plants and one feature of each.
  • Teacher provides oral feedback.

Assignment (Expanded):

  • Students collect leaves from 3 different plants and classify them at home.

Follow-up Activity:

  • Nature walk to identify different plants in the school environment.

Differentiation / Inclusive Strategies

  • Pair visual learners with tactile learners for observation activities.
  • Provide simple labels and pictures for students who need extra support.

Teacher’s Reflection (After Class)
• What worked well? ___________________________________________
• What needs improvement? ____________________________________
• Students’ engagement level: ☑ High ☑ Medium ☑ Low